social-emotional learning and bullying: …...social-emotional learning and bullying: understanding...
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Social-emotional learning and bullying: Understanding impacts on safe, caring,
welcoming and respectful learning environments
Deinera Exner-Cortens, PhD, MPH Faculty of Social Work
University of Calgary
Overview
1. What is social-emotional learning?
2. What are safe, caring, welcoming and respectful learning environments?
3. How does bullying undermine safe, caring, welcoming and respectful learning environments?
4. How can social-emotional learning support safe, caring, welcoming and respectful learning environments?
1. What is social-emotional learning?
Source: http://www.casel.org/social-and-emotional-learning/core-competencies
1. What is social-emotional learning?
Source: http://www.casel.org/social-and-emotional-learning/core-competencies
Self-Awareness Self-Management
1. What is social-emotional learning?
Source: http://www.casel.org/social-and-emotional-learning/core-competencies
1. What is social-emotional learning?
Source: http://www.casel.org/social-and-emotional-learning/core-competencies
Social Awareness Relationship Skills
1. What is social-emotional learning?
Source: http://www.casel.org/social-and-emotional-learning/core-competencies
1. What is social-emotional learning?
Source: http://www.casel.org/social-and-emotional-learning/core-competencies
Responsible Decision Making
2. What are safe, caring, welcoming and respectful learning environments? • In these environments, students…
• Feel safe at school • Learn the importance of caring for others • Learn respect for others • Are treated fairly
Source: https://education.alberta.ca/media/159662/oct2015_province_report.pdf
2. What are safe, caring, welcoming and respectful learning environments?
Competencies of Social-Emotional Learning (Self-Management, Self-Awareness, Social Awareness, Relationship
Skills, Responsible Decision Making)
3. How does bullying undermine safe, caring, welcoming and respectful learning environments? • Limits feelings of safety1 • Does not promote healthy and respectful relationships2
• Has negative impacts on positive mental health3-5
• Does not respect students’ rights6
• Undermines efforts to respect diversity7-9
1. Glew et al., 2008; 2. Craig & Pepler, 2007; 3. Exner-Cortens et al., 2016; 4. Nansel et al., 2009; 5. Turner et al., 2013; 6. PREVNet, n.d.; 7. Birkett et al., 2009; 8. Swearer & Hymel, 2015; 9. Rose et al., 2015
4. How can social-emotional learning support safe, caring, welcoming and respectful learning environments?
Self-Awareness & Self-Management
• Youth are more likely to bully others if they lack self-control or emotion regulation skills1
• Through gaining self-awareness and self-management, youth can learn to better recognize and control their emotions2
1. Cook et al., 2010; 2. CASEL, n.d.
4. How can social-emotional learning support safe, caring, welcoming and respectful learning environments?
Social Awareness
• Through social awareness, youth learn skills to empathize with and take someone else’s perspective
• Empathy is an important predictor of the use of active bystanding behaviors1
• Perspective-taking is linked with offering more emotional support to peers2
1. Nickerson et al., 2015; 2. Smith & Low, 2013
4. How can social-emotional learning support safe, caring, welcoming and respectful learning environments?
Relationship Skills
• Relationship skills contribute to youth’s ability to make and sustain friendships1
• The relationship skills of bullies and victims are often limited2
• But, having high-quality friendships is protective against victimization3
• Relationship skills also promote active bystanding1
1. CASEL, n.d.; 2. Cook et al., 2010; 3. Goldbaum et al., 2003
4. How can social-emotional learning support safe, caring, welcoming and respectful learning environments?
Responsible Decision-Making
• Responsible decision-making fosters students’ ability to think through and solve problems1
• A study with Canadian students in grades 1-6 found that aggressive coping (e.g., venting) was 13 times less likely than problem-solving (e.g., taking action) to de-escalate a bullying situation2
1. CASEL, n.d.; 2. Mahady-Wilton et al., 2000
Summary
• Social-emotional learning is made up of 5 key competencies • Social-emotional learning provides a foundation for creating safe,
caring, welcoming and respectful learning environments • Bullying undermines a school’s ability to provide an environment that
is safe, caring, welcoming and respectful • The promotion of social-emotional learning can help reduce bullying,
and thus promote safe, caring, welcoming and respectful learning environments
Questions?
References • Birkett, M., Espelage, D. L., & Koenig, B. (2009). LGB and questioning students in schools: The moderating effects of homophobic bullying and school climate on
negative outcomes. Journal of Youth and Adolescence, 38, 989-1000.
• CASEL. (undated). Social and emotional learning and bullying prevention. Retrieved from http://static1.squarespace.com/static/513f79f9e4b05ce7b70e9673/t/5367958ee4b0dbc1364dbb7b/1399297422536/3_SEL_and_Bullying_Prevention_2009.pdf
• Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly, 25, 65-83.
• Craig, W., & Pepler, D. J. (2007). Understanding bullying: From research to practice. Canadian Psychology, 48, 86-93.
• Exner-Cortens, D., Chiodo, D., Hughes, R., & Wolfe, D. A. (2016, April). Associations between traditional and cyber-bullying and multiple indicators of mental wellness in a Canadian adolescent sample. Poster presented at the 16th Society for Research on Adolescence Biennial Meeting, Baltimore, MD.
• Glew, G. M., Fan, M., Katon, W., & Rivara, F. P. (2008). Bullying and school safety. Journal of Pediatrics, 152, 123-128.
• Goldbaum, S., Craig, W., Pepler, D., & Connolly, J. (2003. Developmental trajectories of victimization. Journal of Applied School Psychology, 19, 139-156.
• Mahady-Wilton, M. M., Craig, W. M., & Pepler, D. J. (2000). Emotional regulation and display in classroom victims of bullying: Characteristic expressions of affect, coping styles and relevant contextual factors. Social Development, 9, 226-245.
• Nansel, T. R., Craig, W., Overpeck, M. D., Saluja, G., Ruan, W. J., and the HBSC Bullying Analyses Working Group. (2004). Cross-national consistency in the relationship between bullying behaviors and psychosocial adjustment. Archives of Pediatric and Adolescent Medicine, 158, 730-736.
• Nickerson, A. B., Aloe, A. M., & Werth, J. M. (2015). The relation of empathy and defending in bullying: A meta-analytic investigation. School Psychology Review, 44, 372-390.
• Turner, M. G., Exum, M. L., Brame, R., & Holt, T. J. (2013). Bullying victimization and adolescent mental health: General and typological effects across sex. Journal of Criminal Justice, 41, 53-59.
• PREVNet. (undated). Bullying: A human rights issue. Retrieved from http://www.bibme.org/citation-guide/apa/website
• Rose, C. A., Stormont, M., Wang, Z., Simpson, C., Preast, J. L., & Green, A. L. (2015). Bullying and students with disabilities: Examination of disability status and educational placement. School Psychology Review, 44, 425-444.
• Smith, B. H., & Low, S. (2013). The role of social-emotional learning in bullying prevention efforts. Theory Into Practice, 52, 280-287.
• Swearer, S., & Hymel, S. (2015). Bullying and discrimination in schools: Exploring variations across student subgroups. School Psychology Review, 44, 504-509.